Melbourne Graduate School of Education Early Learning Centre (ELC) and Boorai - The Children's Art Gallery

• 2008 Outcomes Report Our achievements for 2008

• Philosophy

• Vision

• Responsive Curriculum

• The Children's Program

Philosophy

"A distinct precept of education must be to combine greater knowledge, know-how and skills with social awareness, ethical orientation and aesthetic sensibility." (Oslo, 1997).

The philosophy of the ELC is based on an image of the child as capable and inquisitive and encompasses a commitment to creative and expressive learning through artistic exploration.

To realize the potential of all children, the ELC provides a nurturing, secure and stimulating learning environment, one that promotes happiness and a desire to learn. The primary aim is for the children, through play, to become self- motivated and independent learners who are sensitive to the needs and views of others.

Learning experiences, routines, materials and daily interactions are presented in such a way so as to reflect positive attitudes about people and care and concern for the natural environment.

Within the philosophy, educational objectives are identified which aim to help children develop attitudes, skills and knowledge in preparation for their future lives.

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Our Vision

Imagine...

• an early learning setting that integrates the best of the past with visions of the future; one that expands the individuals capacity to perceive and explore, reflect and express and to excel;
• a psychological environment that instils in children personal qualities that will prepare them for the challenges of the 21st century; qualities such as empathy, integrity, respect and tolerance;
• learning spaces that inspire children aesthetically and intellectually; spaces that reinforce connections with nature, cultural heritage and the best of contemporary technology and design;
• an educational framework that maintains the best of linear, print orientated modes of learning, and extends to a multi-faceted and multi-sensory digital world, where information is available instantaneously to everyone;
• a responsive and integrated curriculum that explores ideas through words, sounds, gestures, images and models. A curriculum centred on creative experiential processing that is realised and transformed through technology and a skill-based arts program;
• a learning environment that supports diverse learning styles and engages children fully through their minds and their senses. An environment that stimulates children to play with ideas, generate hypotheses, understand relationships and solve problems creatively;
• a community made up of children, parents, teachers, researchers and other members of the community who embrace a model of teaching and learning which is flexible and interchangeable;
• an exhibition and performance precinct that presents the world through children’s perceptions. An innovative space which exhibits, through multi-media, the outcomes of research projects which explore the ideas, life experiences and abilities of young children; and,
• an early learning setting that is managed by a multi-functional team who collaborate to provide innovation and exemplary service delivery. A team that is committed to an ongoing re-conceptualisation of practise informed by current research and the changing needs of society.

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Responsive Curriculum

"…curriculum emphasizes the critical role of socially mediated learning and of reciprocal and responsive relationships for children with people, places and things. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection." (Te Whariki, 1996, p9).

A Responsive Curriculum acknowledges the needs and interests of children, teachers and parents within a multicultural society. The children and teachers at the ELC form a community of learners who together undertake a playful journey of inquiry that involves the development of broadly ranging attitudes, skills and knowledge.

The ELC’s philosophy recognizes that children mature at different rates and have preferred styles of learning. It also acknowledges and celebrates cultural diversity across the curriculum and emphasizes the importance of an emotionally secure foundation to help children to develop confidence to explore and discover the delights of both learning and human relationships.

Children are placed at the centre of curriculum negotiations, the belief being that they learn best when their interests are acknowledged as worthy of investigation. Once a topic is identified children are encouraged to become involved in an enquiry approach to learning that stimulates the generation of questions, thoughtful investigation of interests and playful exploration of ideas. This approach, supported by a sensory rich and dynamic learning environment, encourages children to solve problems creatively through active exploration and interaction with people, materials and technologies.

Inquiry based learning is extended through the development of in-depth projects which respond to the interests of children, teachers and families and involves finding answers to questions using collaborative planning, experiential processing and reflective evaluation. The projects provide children with the opportunity to investigate understandings of everyday life through direct experience and children and teachers regularly enjoy excursions to support their curriculum negotiations.

The Responsive Curriculum is informed by the ELC’s Guidelines for Learning which is the centre’s curriculum document that outlines educational objectives that aim to develop in children:

• positive attitudes to the self and to others through the achievement of personal and social goals
• positive attitudes to learning, including the development of problem solving and critical thinking skills
• concentration and observation skills
• independence and an understanding of the need for self- discipline
• a range of cognitive skills through experience in language, mathematics, science, music, art, dance, drama, literature, studies of the society and the environment and technology
• age-appropriate literacy and numeracy skills in the context of a responsive curriculum
• effective language, collaboration and communication skills which prepare individuals to be effective team members
• fine and gross motor skills
• learning through the use of technology-based tools and information systems
• positive and caring attitudes to the environment
• empathy for all people regardless of race, gender, age, ability, social status or family structure.
  

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The Children's Program

The Early Learning Centre's program is designed and implemented by degree qualified early childhood educators who are supported by qualified assistant teachers. Children are grouped by age in five Home Rooms which are supported by enrichment programs in the key learning areas. Attendance options are set for the year and range from 2-5 days per week.